แนวทางการพัฒนาทักษะการใช้ดิจิทัลของครูในโรงเรียนขนาดเล็ก สังกัดสำนักงานเขตพื้นที่การศึกษาประถมศึกษาเชียงใหม่ เขต 5

Abstract

This study aimed to 1) investigate the current status, expectations, and necessary requirements for developing digital skills of teachers in small schools attached to Chiang Mai Primary Educational Service Area Office 5, 2) explore guidelines for developing digital skills among teachers in small schools with good practices, and 3) create and validate guidelines for developing digital skills of teachers in small schools attached to Chiang Mai Primary Educational Service Area Office 5. The study was divided into three phases according to the research objectives. The population and target group consisted of 183 individuals which were 168 school directors and teachers from small schools, 10 experts, and 5 specialists. Research instruments included questionnaires, structured interviews, and validation forms. Data were analyzed by using frequency, percentage, mean, standard deviation, ranking, and inductive summary analysis. The research findings were as follows: 1. The current status, desired status, and necessary requirements for developing digital skills of teachers in small schools attached to Chiang Mai Primary Educational Service Area Office 5 were at a high level. When considering each aspect in descending order, it was found that the top priority was the use of digital tools for security, followed by digital media creation programs, spreadsheet programs, and finally, the use of digital tools for security. 2. The study of processes and guidelines for developing digital skills among teachers in small schools with good practices revealed that school directors and teachers set goals and planned the development of teachers' skills. They then implemented the plan by organizing various training sessions and activities to support teachers in continuously developing these skills, such as workshops led by experts, online training platforms, knowledge-sharing networks among teachers, and the establishment of technology learning centers within schools. Additionally, there were collaborative projects with external organizations to provide equipment and support learning, the creation of user manuals, and the establishment of online communities for teachers to share knowledge and experiences. Furthermore, the school directors provided necessary resources and continuous evaluation of training results to ensure teachers acquired up-to-date skills that could be effectively applied in teaching, resulting in high-quality learning management. Students gained access to diverse and safer learning resources, school directors could efficiently manage resources, and schools were well-prepared to adapt to digital technology fully. 3. The guidelines for developing digital skills of teachers in small schools attached to Chiang Mai Primary Educational Service Area Office 5 consisted of four components: 1) principles, 2) objectives, 3) implementation methods, and 4) success conditions. The validation results showed that the guidelines were highly accurate, appropriate, feasible, and meeting all specified criteria.

Keywords: Guidelines Development, Digital Skills, Teachers, Small Schools